• What kind of data do meteorologists use to describe and predict the weather?• Why is the weather likely to be clear and sunny when the air pressure is high, and wet and rainy when the air pressure is low?

• How do clouds form?• Name two types of severe storms.• What three conditions do severe storms require?• How does energy get transferred from Earth's surface into the atmosphere?• What is “unstable air”? How does it contribute to the growth of a storm?

G4 Summarize IT

155C

Summarize the information.

Summarize how the Farmer’s Almanac forecasted the weather in years past.

• What kind of data do meteorologists use to describe and predict the weather?• Why is the weather likely to be clear and sunny when the air pressure is high, and wet and rainy when the air pressure is low?

• How do clouds form?• Name two types of severe storms.• What three conditions do severe storms require?• How does energy get transferred from Earth's surface into the atmosphere?• What is “unstable air”? How does it contribute to the growth of a storm?

G4 Summarize IT

155C

Summarize the information.

Summarize how the Farmer’s Almanac forecasted the weather in years past.

12-14-18 Homework due 12-17-18

Title: NP Action Plan - Black Women Heart Disease

This weekend engage in discussions with the women in your family. You will share all you have learned about heart disease in black women. You may want to view the videos together and share your notes with your family. You will create a plan for excellent cardiovascular health. Discuss the factors that lead to heart disease and develop a plan of action to combat those things.

The best finished products will be placed on display in the hall in Jan 2019. Your finished work will serve as literature to help others make better choices. You will work in groups of 2 or work alone. You will work on this project in class and for homework. You may use Goggle docs to keep track of your research remember to share with partner / can edit. Create a book or poster to share your research with family & friends

Due date 12-19-18

Today students will complete Items 1-3 in class due today when the timer sounds you may turn it in on notebook paper or share your google doc with brgale@cps.edu.

Rubric :

1. Title that grabs the reader's attention

2. 6 information links ( .org / .gov / .edu)

3. Detailed one paragraph summary of each link and why it was selected on a separate sheet of notebook paper

6th Grade

MS-ESS2-5 Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. Text – Water and Atmosphere

12-10-18 - Air Masses & Fronts

MS-ESS 2-5 6th Grade - Air Masses

GR = Grade Recovery - Students were given time in class to complete A and B.

A. Directions - Select one of the options below to explain air masses to fifth graders. Imagine all they will learn will come from your work. Read the rubric carefully to ensure you include all the items to earn an excellent grade. All students in grade recovery will have points deducted because it is late.

Air Masses Poster

Air Masses Summary

Air Masses Book

Rubric 100% = A / Students must include the following:

title that grabs the reader's attention

use of SWR - all rules of writing apply

colored illustrations with captions

detailed explanation of air masses that includes

1. major air masses

2. movement of air masses

3. main types of fronts with explanations

4. cyclones

5. anticyclones

B. Title: GR- PPT - Air Masses and Fronts - View the link below, place notes in your SN, as you use this information to create questions for your peer to answer. Create an answer key on another sheet of paper.

Describe annual mean precipitation across the globe. Why is the rate of precipitation so much higher at the equator?

Why do you think there are “curls” of precipitation that extend to the northeast in the northern hemisphere and to the southeast in the southern hemisphere?

Pick a continent and describe the relationships between where precipitation most frequently falls and the relative amount of vegetation on land.

Why do you think there is relatively high precipitation on one side of islands or mountains?

Homework - Due 12-5-18

View A-C, discuss with your family, engage in discussions, and take notes in your SN. On notebook paper create 10 questions from letter D on notebook paper titled, “Understanding Weather Fronts”. On a separate sheet of paper create an answer key with the slide number that provides evidence to support your correct response. Due 12-5-18

SN- Title: Global Precipitation PBS ML - Directions - Access the link, view the video as you take notes in your SN, click support materials, read the background reading, and answer the discussion questions. Use the following words to begin your questions:

Explain 2. How 3. When 4. What 5. Analyze the data 6. Compare and Contrast

7. Explain 8. What 9. Illustrate 10. You get to decide how this question will begin.

Homework Due 12-7-18 NP -

Room 118 Due 12-10-18 or keep the zero you have earned.

Homework due 12-10-18 “Types of Weather Fronts”.

Directions - Read the document and create 6 questions on notebook paper for your peer to answer. Students have been given “Question Starters” to ensure great inquiry. Questions must be reflective of sensational sixth graders. All students are in GR= grade recovery. Students completed in class no one earned all 6 points. Please discuss with your student the importance of following directions and exhibiting an excellent work ethic. Each questions must follow the format below.

What

Explain

Why

Compare and Contrast

Where

How

Room 118 - Only 3 students turned in their homework. The rest of the class is in grade recovery and have lost points for the assignment being late. All late assignments must be turned in on Monday or students will keep the zero they have earned. Please be mindful progress reports are due to go home on 12-14-18.

Directions - Select one of the options below to explain air masses to fifth graders. Imagine all they will learn will come from your work. Read the rubric carefully to ensure you include all the items to earn an A.

. Explain how the interactions among organisms in your ecosystem work together.

10. Establish and maintain a formal style. All rules of writing apply.

11. Create 10 questions that a 6th grader could answer from your work. Remember to begin questions with the following: How, Why, Explain, What, Where, Compare and contrast, and What would happen if / You may use the one’s underlined more than once.

12. Create an answer key for your questions on notebook paper that you will attach to your work.

Homework Due 12-7-18 NP- Title: Hurricane Damage Summary

Do not number your paper the items below are to be answered in the body of your paragraphs. Write a two paragraph summary include the following:

How does a hurricane affect an ecosystem?

Why is it beneficial to fly through a hurricane?

What can researchers learn flying through a hurricane?

Why are animals moved before a hurricane strikes?

How does this protect an ecosystem?

Explain the importance of NASA engineers on the ground.

How does NASA assist during a hurricane?

8th Grade

Science Standard - Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Writing 8.1 - Establish and maintain a formal style.

Bell Ringer - Title: Composition of Blood / Revist pages 114-123, make certain all items are answered in the text, and improve or take notes in your SN following the format on the anchor chart.

Directions - Discuss your notes with your peer. Use all the information from your notes = Pre Write to develop your 3 paragraph draft. You will then use a different color ink to revise and edit. Homework - Write your final work = published piece due in the am during breakfast. Womack and Thompson will collect and bring to me 12-4-18 during breakfast all homework is due at that time. No late assignments will be accepted. Remember a 6th grader should understand the “Composition of Blood” from reading your summary.

12-5-18 8th Newsela

1.Title: Newsela - Explainer: What’s actually in our blood?

Directions- Read the article carefully, place notes in your SN, and be prepared to write a two paragraph summary. You will complete the quiz and writing prompt below using your SWR.

Writing Prompt - What is the main science concept or process discussed in this article? Name the concept or process and explain it using three key details from the article. Conclude by giving an example of how this concept or process relates to your life.

Week of 11-26-18

6th Grade

MS-ESS2-5 Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. Text – Water and Atmosphere

Students have learned the writing process and all the steps that are included. In class students engaged in discussion, viewed a video, answered questions, and took notes. Students will turn in the items numbered 1-4 in the am during breakfast or they have earned zeros. Please have your student share their earned score for numbers 1 and 2 below many students played and wasted time in class. Please remind your student of the rules for school. Poor behavior often leads to poor grades because students are not focused on the lessons or paying attention.

Homework - Clouds Essay - The Writing Process

Room 118 - Collect during breakfast the following:

Part 1 and Part 2 notes (Completed in class)

Draft (Completed in class)

Draft with revisions and edit in a different color (Homework)

Published 3 paragraph essay no errors (Homework)

During the first part of the video/discussion I molded for students note taking. The notes I took to model for students are below your student should have all these items listed in their part 1 of their notes which is also they pre-write.

Directions - Log into your Newsela account, read the article and take notes in your SN titled, Cloud Climate Change. You will complete the power words activity and raise your hand with one finger in the air to represent you are ready for your grade to be recorded. You will then create 10 questions on NP titled, Cloud Climate Change for your peer to answer on a seperate sheet of paper. You will then complete the quiz holding 2 fingers in the air when you are ready to have your score recorded. You will then take the notes that serve as your pre-write to develop your draft.

Did you complete the assigned Newsela article?

You must complete the following:

Read the article carefully

Place notes with title in your SN

Complete the power words activity show score to Mrs. Gale

Create 10 student questions on NP titled, Cloud Climate Change

Complete the quiz show score to Mrs. Gale

Writing - Write a 2 paragraph summary of the article. Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.

Observe: Examine the images in the article. What are three important details you observe in the images in the article? Elaborate by explaining why these details are important using evidence from the article to support your thinking.

2. Explain the role of fire in different ecosystems.

3. List any unknown words

4. Use the link to Merriam-Webster to help you understand unknown words and place that information in your SN

Directions - Read the article place notes in your SN and and complete the quiz raise your hand to share with me your score.

C. NP- Title: Comparative Analysis Ecosystems

Compare and contrast the two articles. Write a comparative analysis of both articles remember to share how they are similar and how they are different. Explain how patterns of interactions among organisms in an ecosystem are necessary.

Directions - SN- Carefully read the article, place notes in your SN with the title, and complete the quiz. Create a hard copy document that would inform a 5th grader about the Nitrogen Cycle, Carbon Cycle, and Phosphorus Cycle. You may create a poster or brochure. Place notes for 8-10 in your SN with the title.

Rubric - 100%= A

Title that grabs the reader's attention

Detailed explanation of each cycle (Nitrogen, Carbon, Phosphorus)

Colored illustrations

Captions

Explain why all three cycles are important among organisms across ecosystems.

Explain how ecosystems might be different if one of these cycles did not exist.

Title: Wolves: The Ecology of Fear PBS ML - Read the article, answer the questions, and create 12 questions for your peers to answer. Remember to create a key for the questions that include the PP (page and paragraph).

8th Grade -

Extra Credit- Title: ET - Circulatory System Due 11-30-18 no late work will be accepted.

Directions - View the videos, use bullets as you take notes identifying the key details, and develop your 3 paragraph draft. Use a different color ink to revise and edit. On a separate sheet of paper write your 3 paragraph published piece. You must turn in all items to earn the 10 points.

Observe: Examine the images in the article. What are three important details you observe in the images in the article? Elaborate by explaining why these details are important using evidence from the article to support your thinking.

2. Explain the role of fire in different ecosystems.

3. List any unknown words

4. Use the link to Merriam-Webster to help you understand unknown words and place that information in your SN.

Directions - Read the article place notes in your SN, complete the power words activity, and complete the quiz raise your hand to share with me your score.

C. NP- Title: Comparative Analysis Ecosystems

Compare and contrast the two articles. Write a comparative analysis of both articles remember to share how they are similar and how they are different. Explain how patterns of interactions among organisms in an ecosystem are necessary.

8th Grade /

Science Standard - Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Science Homework for all 6-8 - Science-Writing homework is due 11-16-18 all students are turning in their 3 paragraph draft with revisions, and edit marks in red ink or colored red pencil.

This is worth 10 points. The published work is due 11-19-18 Monday morning please be mindful a published piece has no errors. I will send a student to each class to collect the published piece during breakfast. Possible scores 100% or zero. Review the video and links below to refresh yourself with the writing process. Please be mindful a published piece has no errors this is why it is called a published work.

Room 122 will complete for homework worth 10 points. Students will exchange papers with their partner during the bell ringer in the am. This serves as a study guide to assist students in unpacking the chapter information. Please ask your child questions about each lesson in chapter one to help them prepare for Friday’s test 11-16-18.

B. Title: Study Guide / Create 6 questions for each title on one sheet and create an answer key on another sheet.

You must develop 6 questions for each:

Living Things and the Environment

Populations

Interactions Among Living Things

Changes in Communities

Provide yourself with the page and paragraph to support your response. Stars create 3 questions for each section.

Examples for how to begin questions:

Explain

How

Why

Determine

Compare and contrast

Define and give an example

All students received the ClassDoJo parent sign up document today. Please have your student give you this form, sign up, take a look at their progress, and return the quarter sheet to me on 11-7-18.

Directions- View the video, discuss with family, and place notes on NP with the title. All student in science class revisited this information to assist with their “Science/Writing Self-Reflection & Second Quarter Action Plan”.

All students should have completed page 1 titled, “Self-Reflection”. Please ask your student to share their completed work with you over the weekend.

Science 6-8 / Writing Self-Reflection & Second Quarter Action Plan

This page you will self-reflect on your academic practices for the first quarter from September to today. Use bullets to share your key details that identify all you have done to ensure great grades. Use the following questions to get your mind moving:

1. How did you prepare for your test and quizzes?

2. Where did you complete homework at home? Did this place work well for you? Explain

3. What is your family’s expectations for your grades? Did you meet the family expectation? Explain

4. Did you give 100% each day you entered the Kipling building? Explain

5. Why is it important to do your best daily versus end up in grade recovery?

6. How will you change or improve your current academic practices? Give at least 5 specific things you will do.

7. Share 3 things that you think worked well and your grades were A’s or B’s.

8. Share 3 things you think did not work well and your grades were D’s or F’s.

6th Grade

MS-ESS2-5 Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. Text – Water and Atmosphere Chapter 3- 4

6th Homework - Vocabulary due 11-6-18 during breakfast.

NP - Title: Winds Vocabulary /

Students had time in class to complete this assignment. Students who did not complete in class will complete for homework. It is due 11-6-18 during breakfast. Most students wasted time and did not finish in the time that was allotted in class.

Word - Illustration with captions tells the reader the meaning of the word

Part of Speech identified = noun, verb, adjective, adverb

Sentence containing word. The sentence must show you understand the word.

Synonym and antonym for the word

2. Science Winds Review and Reinforce handout - Students were given time in class to complete this assignment, peer edit, and make improvements.

3. Air Pressure and Wind - Science Notes - The class viewed, took notes, and answered questions. I modeled note taking for them using a word document. Students must improve those notes as they revisit the website. Notebooks will be given to Mrs. Gale during breakfast 11-6-18. Science notebooks will be placed in the blue chair open to today’s entry.

SGI- ClassDoJo will be used to monitor your group activities.

Group 1

Determine the main idea. Determine the main idea

Title: Clean Air

Write an advertisement that encourages others to take care of the planet specifically the air. Each group member will discuss and collaborate together. Each student will make their own poster on chart paper. All the poster will be placed together to form one large poster. The one large poster should be inclusive of all you have learned with one title written on the sentence strip.

Draw conclusions from informational text - Read as you complete the activity. In your SN write a summary of all you have read and learned from this activity. Create an anchor chart that explains the importance of clean air and all you have learned. Each student will place their contributions for the anchor chart on copy paper.

Newsela - 11-9-18

Directions- You will need two sheets of notebook. The information for one article goes on one sheet and the information for other article goes on the second sheet with the titles. You will face the window, only accessing the school website, reading the directions, and off to www.newsela.com

Remember to follow the directions carefully this can count as a science, writing, and listening grade. You will work in silence. Student that venture from the Newsela site will receive a zero on both articles.

Directions-

NP- Title: Many animals are shifting from day to night to avoid people

NP- Title: Mammals were probably night owls when dinosaurs ruled the land

You will take notes on NP, answer the quiz on Newsela, and complete the writing prompt on your NP.

Place notes on your notebook paper using bullets that identify key details

Writing Prompt- Write a short paragraph that explain the central idea of the article. Use at least two details from the article to support your response.

Remember no quiz will be reset, return to the text to locate evidence to support, and then select your answer.

SGI

SGI- Small Group Instruction

Group 1- Design a poster illustrating how natural selection drives evolutionary adaptation in living things, using an example of your choice (e.g. a predator/prey relationship).

Group 2- Write a short story about how you would genetically modify yourself using characteristics of other organisms, in an attempt to survive dramatic climate change.

Group 3- Write out a script. Discuss, design and act out a role-play based around the evolutionary adaptations of modern humans over the past 150,000 years. Include the three major types of variations (morphological, physiological and behavioural). Define each term with an example that helps your peers make connections.

Group 4- In small groups, design your own games of ‘hangman’ based on words related to natural selection and play it with the rest of the class. Create a study guide also that ask questions to help your peer deepen their understanding of natural selection. Students will include information for the entire chapter.

Room 122 Homework - Due 11-7-18 during breakfast.

The questions below will assist your student in preparing for Thursday’s quiz and Friday’s Chapter 1 test. Room 122 / Directions - Use the same paper as your notes from the SM video “Natural Selection”.

How do adaptation help an organism survive?

What are competition and predation?

Explain the three types of symbiosis?

How do populations change in size?

Explain the factors that limit population growth.

Explain how primary and secondary succession differ?

Write a three paragraph summary titled, “Populations and Communities”.

11-13-18 Room 120/122 Homework

Titled: Energy Flow in Ecosystems - Directions read pages 42-49, answer all items in the text, as you prepare for the quiz on Thursday, and test on Friday. Place notes in your SN for the video placed below with the title:

Directions- Place notes in your SN study as you prepare for Thursday’s quiz and Friday’s Test. Chapter 2 lesson 1. You will be answer question 1 using prior knowledge or making an educated inference. You will answer questions 2-3 once you have viewed the video and took excellent notes in y our science notebook.

1. How can scientist divide the areas of the Earth to study living things?

Room 122 - Mrs. Gale modeled note taking on a word document as students viewed and discussed in class. These notes will assist students with this week’s assessments.

Title: Ecosystems Populations and Habitats

1. Students answered question

- 50 million species of organisms live on Earth

- Scientist look from the broadest level to most specific (largest to smallest)

- Biosphere is the broadest level = Largest

- Biomes come under the large Biosphere

- Biomes are major ecological systems

- Each have a specific climate = certain organisms living there

- Biomes = 3 water, 6 land,

- Water biomes (salt water, freshwater, wetlands)

- 1. How can scientist divide the areas of the Earth to study living things?

- 2. What are the nine land and water biomes?

- 3. Which biome best describes where you live?

8th Grade

Homework 11-5-18 / Essay- NP- Title: Chap 3 - Digestion Essay

You will select 2 of the items below, write in paragraph form, using your SWR. This will count as a science & writing grade. Students that didn’t turn in their homework are in GR= grade recovery. Students have lost 10 points and were given time in class to complete and turn in to teacher.

Write an answer for each of the following questions on a separate sheet of paper.

Explain why people who eat only plants must eat a variety of plants in order to obtain all the nutrients they need.

Explain what My Plate is and how it can help people plan a healthy diet.

Explain how your mouth helps to digest food.

SGI= Small Group Instruction

Group 1- 91 C / Summarize Title: The Human Heart PBS ML- Create a summary or poster that shares all you have learned. Each student must work with their team, take notes on NP, and develop questions for your peers to answer. The questions will go on one sheet a minimum of 10 questions with an answer key.

Group 2 - 91 D / Determine the main idea Title: Drinking Water HK (Healthy Kids) Create an advertisement that encourages all to drink water. Include the importance of drinking water on all body systems.

Group 3 - 91 D / Differentiate the functions of different parts of the heart. Your group can create a 12 frame comic strip with illustrations, poster, or anchor chart. You will decide and pick only one.

Group 4- Analyze Claims PBS – ML – Title: Heart Disease / Create a three paragraph summary, poster, or advertisement about each topic. Each student must work with their team, take notes on NP, and develop questions for your peers to answer. The questions will go on one sheet a minimum of 10 questions with an answer key.

Part A - Room 118

NP- Title: Elements of a Story Notes / Place notes from the pdf on your notebook paper using bullets for each element.

Main Characters

Setting

Plot

Conflict

Resolution

You will place a minimum of 4 bullets key details/main ideas under each numbered element.

Part B - Room 118

Directions- Review the movie trailer and “The Five Essential Elements of a Story”. Use your SWR to ensure great writing. Ask your parent to read your draft before you begin the final published work you will give me on Monday. You will write a three paragraph summary that includes all five elements of a story.

Paragraph 1 = Main Characters and Setting

Paragraph 2= Plot

Paragraph 3 = Conflict and Resolution

Part C -

Science Homework Grades 6-8

Due 10-29-18

Students have received time in class, were told to do for homework last weekend, and this week.

Complete all Newsela assignments. All are due Monday this is the last GR= grade recovery offered for these assignments for all science students. Read the directions carefully for each article and do all the things you have been assigned. Students may revisit the school website for the titles or just login to www.newsela.com and get going. Have a great weekend.

Important Info -

6th Grade

6th Grade Science Standard - Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes and weather conditions. Writing Standard 6.1 Establish and maintain a formal style.

Homework - Writing - Subject / Predicate

Writing - Subject & Predicate / Place your notes in your SN. Revisit the links below and improve your notes. You may be able to improve your score from today. Dear Parents,

Room 118 is constantly having challenges listening and following directions. Today’s writing score will go in impact. They may be able to improve this score if they have notes for subject/predicate in their SN. The poor behavior is impacting students grades.

Directions- Place your name, date, homeroom number, and grade on your paper top right hand corner. Title: Heat Transfer V - Students will have a science notebook check for this information. Students will read, underline key details, and answer all items in the text. Students will have a test on Wednesday.

Title: Heat Transfer / SN- Place notes in your SN you will have an assignment for today’s lesson on heat transfer.

G4 Compare and contrast claimsTitle:Visible and invisible pollutantsExplore data about the sources and consequences of different types of pollutant emissions. Write a news article that shares with the public the visible and invisible pollutants. http://authoring.concord.org/sequences/99/activities/442

WCI & PP

(Whole Class Instruction & Peer Partnership)

WCI- Whole Class Instruction - Peer Partnership

NP - Students at rows A- C will access the first link, read with your partner, and develop 5 questions for your peer to answer. You will also create an answer key.

The title of the new textbook is “Ecology and the Environment”. Students will share this text, therefore; this book will not go home. The students shall use their notes and access all items at the school website weekly. Remember to share all you are learning with your family each evening. Please check your students CPS Parental Portal to remain informed of their academics in all classes. This is week 8 and report cards are distributed soon. Please read, complete, and return the blue form for report card pick up. Thanks so much B. Gale

Independent - SN- Title: Living Things & The Environment

Read pages 4-9, place answers to all items in your SN, place notes in your SN.

You will have a quiz on Thursday.

Homework- You will use SWR and draft, revisit the links, and notes to improve your 2 paragraph summary. You will turn in both items as you enter the class on Thursday placing the final work = published piece on top of the draft. You will make certain it is free of errors and your best work.

ESSENTIAL QUESTIONS1. What are the needs of all living things?2. How are human and animal habitats similar?3. How do living things depend on each other and on nonliving parts of the environment?

CONCEPTS TO DISCOVERLiving things all need food, water, shelter, and a suitable place to live.Living things are interconnected.Different habitats may have different plant and animal communities.

BACKGROUND INFORMATION

The biosphere is the area of Earth where living things exist. The biosphere is divided into regions known as biomes. In general, biomes are areas with a particular type of climate and similar plant and animal species. Biomes can be further subdivided into dynamic, interrelated systems of plants and animals, nonliving matter, and the energy of the system. These are called ecosystems. Ecosystems vary in size. They can be as small as a puddle or as large as Earth itself. Any group of living and nonliving things interacting with each other can be considered as an ecosystem.

Within each ecosystem, there are habitats which may also vary in size. A habitat is a place where plants and animals normally live. Some habitats have lots of plants and animals, some do not. Some habitats are near water, some are on top of mountains. Each habitat has a different mixture of species living there. A habitat is the place where a population lives. A population is a group of living organisms of the same kind living in the same place at the same time. All of the plant and animal populations living in a habitat interact and form a community.

The community of living (biotic) things interacts with the nonliving (abiotic) world around it to form the ecosystem. The habitat must supply the needs of organisms, such as food, water, air, and space to grow. If the population’s needs are not met, it will move to a better habitat or die.

No organism on Earth is an isolated individual. Every form of life is part of an ecosystem. In reality, the entire planet is one ecosystem. The study of ecosystems is a branch of biology known as ecology.

A change and/or interruption of an interrelationship in an ecosystem can cause large-scale changes in the ecosystem. Human actions or their results are often the cause of these changes.

VOCABULARY

biosphere: the part of the world in which life can exist

biome: regions of the biosphere with a particular type of climate and similar plant and animal species

ecosystem: a system made up of an ecological community of living things interacting with their environment, especially under natural conditions

habitat: the place or type of place where a plant or animal naturally or normally lives or grows

species: a class of things of the same kind and with the same name

population: a group of one or more species of organisms living in a particular area or habitat

community: a group of living things that belongs to one or more species, interact ecologically, and are located in one place (such as a bog or pond)

biotic: living things

abiotic: nonliving things

food chain/ food web: a series of organisms where each uses the next usually lower member of the series as a food source

8th Grade -

Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Writing 8.1 - Establish and maintain a formal style. Chapter 3 / Digestion System

Newsela - All articles must be completed by 10-29-18. This places all students in GR = grade recovery because they didn’t complete by the due dates.

Assigned 10-24-18 Title: Issue Overview What to Eat / Directions carefully read the article, highlight the main idea or thesis statement in each paragraph, take 1 note for each paragraph, complete the quiz, writing prompt, and lesson sparks. This is due Friday 10-26-18. Students were given time in class to complete all Newsela articles.

SGI -

SGI - Title: The Digestive System

Group 1

Summarize- Summarize the information in the article. You may create a poster or news article. Remember the reader will gather all their knowledge from your completed product. Title: Your Liverhttps://kidshealth.org/en/kids/liver.html

91 D / Determine the main idea- How does drinking water influence the digestive system to function properly. You may create a study guide with questions for your peers to answer. This must have a answer key on a separate sheet of paper. Use the following to create your questions:

10-29-18 Science/Writing

This page you will self-reflect on your academic practices for the first quarter from September to today. Use bullets to share your key details that identify all you have done to ensure great grades. Use the following questions to get your mind moving:

1. How did you prepare for your test and quizzes?

2. Where did you complete homework at home? Did this place work well for you? Explain

3. What is your family’s expectations for your grades? Did you meet the family expectation? Explain

4. Did you give 100% each day you entered the Kipling building? Explain

5. Why is it important to do your best daily versus end up in grade recovery?

6. How will you change or improve your current academic practices? Give at least 5 specific things you will do.

7. Share 3 things that you think worked well and your grades were A’s or B’s.

8. Share 3 things you think did not work well and your grades were D’s or F’s.

Page 2 Title: Second Quarter Action Plan

You will use your information from page one where you shared your thoughts as you wrote your responses for items 1-8. You will now enter part 2 of the writing process as you develop your draft. You may skip a line to go back and add when you edit this document. You will then use a different colored writing utensil as you edit all mistakes this is step 4. This is where you will make improvements to the structure of your sentences and make grammar corrections. The last item is step five, rewrite what you have neatly, using your SWR, remember this has no errors at all. This serves as a Science and Writing grade.

G4 Compare and contrast claimsTitle:Visible and invisible pollutantsExplore data about the sources and consequences of different types of pollutant emissions. Write a news article that shares with the public the visible and invisible pollutants. http://authoring.concord.org/sequences/99/activities/442

Newsela -

Due 10-17-18

Newsela / Directions - Access the website, login, read the directions, and complete all items. All articles must be completed by 10-17-18. Remember you are striving for 100%. The articles were assigned last week. Students were given time in class and given time today to complete. All articles must be completed by 11:59 pm today 10-17-18. All students were placed in grade recovery to improve scores on 10-17-18.

Title: Law -Trump and EPA to pull the plug on Obama's Clean Power Plan

7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

Homework

Due 10-11-18

Title: Bridges HW

Directions - Read both articles, place notes in your SN using dashes or bullets to identify key details. Use your notes and engage in discussions with your family. Write a three paragraph summary using your SWR all rules of writing apply.

Homework Due 10-15-18

Room 120 - Each student was given two pieces of copy paper for their poster today in class. Create a poster with illustrations that explains the Engineering Design process. Use your notes from last week. All poster must have the following:

Title that grabs the reader’s attention

Explanation of the importance of the design process

Identify each step in the process

Provide an example for each

Colored illustrations

Explain at least 4 different kinds of engineers and the jobs they perform

All rules of writing apply

Use your SWR

Room 122- 10-18-18

Today students were given time in class to complete their posters using the rubric. Please ask your student to share the steps in the engineering process.

Room 120 10-18-19 Room 120

SN- Title: Paper Bridge Comparative Analysis

Directions- Include the items below in your essay.

Write a two paragraph summary sharing how the paper bridge compared to the cardstock bridge.

Differentiate between the weight of both bridges.

Explain the construction of both bridges. Did you construct the bridges differently? Why?

Which bridge accommodates more weight? Why?

Imagine you were constructing your bridges again for a second time as an engineer. What did you learn from the first set of test? How can this add in improving your bridges for a second set of test?

8th Grade

Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Directions- Read the article, place notes in your SN, and add a second paragraph to your bell ringer summary with the new information you have learned.

NEWSELA - Please remember you are expected to earn a 100%= A. The writing prompt can serve as a science and writing score. You must complete all activities for each article. The articles which are titled, “What is inflammation and how does it cause disease?” and “Learning how the bones and muscles work together.” both are due no later than 10-11-18 at the latest. Student were given time in class to complete both articles.

Newsela - Homework Due

10-16-18 by 8:00 am.

All articles are due Tuesday.

Directions- Access the site, login, read the directions, and complete all activities. Remember to strive for 100%. All Newsela assignments are due 10-16-18. Read the carefully and follow all directions. Students had 80% of the period to work on this in class 10-12-18.

Directions - Read the directions carefully all students must obtain a 100%. This can count as a science and writing grade. You will work on this Wednesday in the computer lab if you do not have access to a device and internet at home.

SGI - Title: Characteristics of the Atmosphere

Directions - Read with your SGI.

T1- Determine the main idea for each page. Use each of the following terms on NP to create a poster: air pressure, atmosphere, troposphere, stratosphere, mesosphere, and thermosphere. Rubric - 100%= A

7th Grade - Science & Technology

xplore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

Room 122 Homework due 10-4-18

Directions - NP- Write a two paragraph summary of the video. Include the origin of engineering, the history, and the various kinds of engineering with an explanation. Remember to use your SWR this counts for two grades one in science and one in writing.

8th Grade - Muscular System

LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Title: SF- MS System 2 / Directions - Use your SWR and notes as you restate each response refer back to your notes to provide evidence. Stars complete 4 of the items below.

Newsela Science Grades 6-8 Information:

Newsela – Today all students were signed up for newsela. We shall use leveled informational text articles to enhance science discoveries this 2018-2019 school year. Students will read the assigned articles, highlight key details, explore vocabulary, and answer critical questions.

Please ask your student each day about all that is being learned in middle school science grades 6-8. Your support is greatly appreciated. Please check CPS impact to remain informed of your student’s academic progress in all their classes. Have a wonderful day.

8th Grade Homework Due 10-1-18

6th Grade - The Atmosphere

MS-ESS2-6. Describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Text = Water and the Atmosphere

CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Due 9-26-18

Homework -

Title: ET- Composition of EA

Directions- Using your SWR, text, and key details that you underlined explain the composition of Earth’s atmosphere. Write a two - three paragraph summary explaining the composition of earth’s atmosphere. This is due when you enter class Wednesday afternoon. Remember all rules of writing apply no late assignments will be accepted. Failure to turn in homework equals a zero.

7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

CCSS.ELA-LITERACY.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Title: Scientists and Society - Students are exploring the science contributions of the following scientist:

Galileo Galilei

Ignaz Semmelweis

Rachel Carson

NP-Title: Scientist and Society

Explain the different societies that you are a part of today.

Explain ways in which science has advanced our society.

Why is he important to science?

Identify his contributions.

Do we the society still believe his model? Explain

How did society during his life accept his science discoveries? Explain

SGI-

8th Grade - Skeletal System

LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Homework - Review each video, improve your notes, engage your family in discussions. This dialogue will prepare you for Wednesday’s activities.

7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

Read the article at the links and write a three paragraph summary or create a poster. All items must include the following:

How did he improve the lives of our society?

Why did his three words impact the community?

How might the lives of people been different without his discoveries?

Why did it take the medical community so long to accept his way of thinking?

Differentiate between the health of women before versus after “Wash Your Hands”.

7th SGI- Small Group Instruction

Directions - Select the venue in which you and your group/team will showcase your understandings. Groups/teams may create a google doc, poster, advertisement, etc. Each team must place all the names of each student in your team, title, and the venue to share your understanding.

8th Grade

MS – LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.BSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SGI= Title: System Expert - Monday you will have 30 min to complete your projects as you prepare for oral presentations. Wednesday all teams will have 10 min prepare once you have complete your first test. Remember to study and be prepared.

You will research, gather data, and create one of the following to teach to your peers:

7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.

8th Grade

MS – LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.B

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Title: System Expert Each team will become an expert on the body system you select. You will work in groups of 5. Fold the white paper in half like a book. On the inside left write the names of each person in your group on the right write the system your team will research. On the back list 5 items you think should be included in the rubric. Your team will orally present to the class Monday 9-17-18. Remember you were told to use your cps. gmail account to share information with one another in your team. Students began this activity this week in class as they worked in their SGI= Small Group Instruction

You will research, gather data, and create one of the following to teach to your peers:

Week of 5-21-18 MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D Establish and maintain a formal style.

Homework- Healthy Diet 2 due 5/25/18

Students are using the text titled, "Human Body Systems". Please ask them questions about all they are learning in class. Ask them to share their Food Diary Log. This is a homework assignment due Friday. Students must take their completed log, discuss with family healthy food choices, and analyze their current eating habits. Students will use the Healthy Diet Guidelines found in their textbook. Students must use this to determine if they made healthy food choices. Students will summarize the information that includes the following:

5th Grade

MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.CCSS.ELA-LITERACY.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Chapter 16 / Stars and Galaxies

5th/6th Grade Homework Due 5-21-18

5th/6th Science Homework- 5-21-18

Title: Food Diary Log

Recreate the food diary log used in class Friday. Use the log as a format to share all you eat Friday, Saturday, and Sunday. Ask your family what kind of doctor provides their medical services. Share what you learned about a DO.

6th Grade

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D Establish and maintain a formal style.

5-14-18 Homework- Title: HW- Research Food

Due 5-15-18

Research foods that we eat in the United States that are banned or not allowed into other countries.

Share the websites you used to locate this information.

Why do you think these foods are banned or not allowed into other countries?

Science Poster Rubric 5th/ 6th

Science Poster Rubric – Imagine your poster will be given to 4th graders they should be able to read your poster and have a clear understanding of the topic.

Coverage of the Topic -Details on the poster capture the important information about the topic and increase the audience’s understanding.

Use of Graphics -All graphics are related to the topic and make it easier to understand.

Organization - Information is very organized with clear titles and subheadings.

Layout and Design - All information on the poster is in focus and can be easily viewed and identified from 2 ft. away.

Sources - All sources (information and graphics) are accurately documented.

Mechanics -No grammatical, spelling or punctuation errors.

6th Grade MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D Establish and maintain a formal style. Chapter 2 – Bones-Muscles-Skin

Homework - Discuss with your family the functions of the skeletal system. Review your notes and study for Wednesday's test.

6th Grade - SGI

Small Group Instruction

6th Grade 5-8-18 SGI= Small Group Instruction- Directions - View each link for your team, determine the venue your team will use to share your understandings to your peers, and write it on the half sheet. The half sheet must have the team number, all names of students in the team, and what your team will do to show your understanding of the material. Possible options are as follows: poster, brochure, slide share using your CPS gmail account, book with illustrations, etc.

5th Grade Science

MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Chapter 8 - Weather Patterns

Title: Earth's atmosphere- YT- A small animation about the layers of Earth's atmosphere.

5th Grade

5-ESS2-2. Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.CCSS.ELA-LITERACY.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Chapter 7

Instructional Resources: The links below allow you to gather additional information for the topics discussed in class this week.

Learn about Tides, Ocean Currents and Waves -Water is an important part of our life. The biggest source of water is Ocean. There are a lot of things we can see in an ocean.

The Water Cycle V / This video uses animation, graphics, and video clips to illustrate and explain each of the "flow" and "storage" processes in the Hydrologic Cycle, more commonly known as the Water Cycle.

5th - SGI - Water on Earth

Team 1- Make predictions from informational text. What is the water cycle? Directions - You and your team will make 5 predictions about the water cycle and write them down on paper. The predictions go on one sheet with all team members names. Visit the link below, read, discuss, and take notes in your SN. Revisit your predictions discuss your findings.

Team 2 - Determine the main idea in informational text. How Can Oceans Be Described? PPT Directions- Read the slideshare, discuss, and identify the main idea of each slide. You will list the main idea for each slide. You will create 10 questions that can be answered by your peers. Create an answer key for your questions. Use the leveled questions we discussed.

Team 3 - Summarize informational text. Water Cycle PPT Directions- Read the slidshare, discuss, and take notes, You will use bullets to identify the key details each student will work with their team, however; all are responsible for your own key details. Review the key details you all have determine the items you will include in your 3 paragraph summary. The SWR should be used as you write the summary together. You will turn in one 3 paragraphs summary with all team member's names.

Team 4 - Makes inferences from informational text. Water Cycle – PPT - Read and discuss each slide. You will infer in your own words what each slide is sharing. Think about these questions as you work together.

1. What did that slide teach me and my peers? How is this related to the water cycle?

2. What can I infer about the water cycle from this slide? How did I come to this conclusion?

3. Create a poster that shares all you have learned from the slide share.

6th Grade

6th Grade / MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D Establish and maintain a formal style.

Organization of Organisms

This video is for middle school students. It goes over the basics of the human body organization, cell theory, and characteristics of life.

Explore homeostasis with the Amoeba Sisters and learn how homeostasis relates to feedback in the human body. This video gives examples of negative feedback (temperature and blood glucose regulation) and positive feedback (events in childbirth).

5-1-18 Homework - Title: HW - ____ System

Directions - You will use your draft from today's bell ringer, share it with your family, use the SWR, and comments from your peers as you rewrite the draft. You will rewrite the draft so it is a piece of writing ready for publication no mistakes. This will be shared with your writing teacher so you will receive a science/writing grade. This assignment is Due 5-2-18 as you enter place on the desk under the clock.

6th SGI = Small Group Instruction

Team 1 - Locates details in informational text. PBS-Media Learning -All Systems Are Go / Directions - Launch and view any video. Read the background essay, discuss with your team, complete the background questions with your team place them in your SN.

In this interactive activity from Kinetic City, Arnold is missing all of his organ systems.

Homeostasis—the monitoring and adjusting that goes on in the human body at any given time—is astounding. Your body continually makes adjustments to the body systems you use during everyday activities. Directions - Launch and view any video. Read the background essay, discuss with your team, complete the background questions with your team place them in your SN.

Identify how organ systems work together to maintain homeostasis. View the video, discuss with your team, and create poster. Use your SWR as your create your poster include the following: A-100% - 1. Title that grabs the reader's attention. 2. Define key terms. 3. Explain the location and functions of the systems.

Week of 4-23-18

Mr. White's Class

1. Explain orally what you already know about renewable and nonrenewable resources give examples for each with your team 3 min.

2. Complete the chart below place an x if it is a renewable resource. Place an x if it will cause pollution. In the last column place a 3= I completely understand this resource. 2= I somewhat understand this resource. 1= I do not understand this resource at all.

6th Mr. White’s Class /Grade Science / Due 4-24-18

Directions – Use a Chromebook access the link below. View the PowerPoint and take notes on NP titled, M- Solar System PPT. Read pages 78-87 complete all items in the text.

5th Grade

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Chapter 10

4-23-18 Title: Natural Resources

1. What are the Earth's Natural Resources? Mineral Resources; Energy Resources; Living Resources; Air; Water; Sunlight; Soil. 2. Resources are limited and are either Renewable or Non renewable. View the ppt with your team, discuss, and take notes in your SN. You will create 10 questions as a team on one sheet of paper develop an answer sheet on another page. You will switch with your peers. Remember to use the guide below as you create your questions.

SM- In Energy Resources: Use & Conservation - Students learn that we can harvest the power of nature from a variety of sources all around us: the sun, wind and water, the atom, energy stored in fossil fuels and the very heat of the planet itself!

PBS- ML – Power of Wind Energy- Discuss /One of the most important alternative energy resources can’t be seen or touched, but its power is obvious to anyone who’s ever weathered a hurricane, a tornado, or even a strong storm: wind.

SGI = Small Group Instruction 5th Grade

Directions- Launch and view if your link has a link. Read and discuss the background essay. Create questions using your "Higher Order Questioning" form on NP the title reflects your team title. Complete the discussion questions with your team place your responses in your SN with the title for SGI.

Level 4 Questioning

Discuss the pros and cons of __________.

How can you classify ________ according to _________?

How can you compare the different parts of _________?

How can you sort the parts of _________?

How is _________ connected to _________?

Level 5 Questioning

What facts can you gather_________?

What would happen if _________?

How would you elaborate on the reason_________?

Predict the outcome if _________?

Level 6 Questioning

What criteria would you use to assess_________?

What data was used to evaluate_________?

What information would you use to prioritize_________?

What is your opinion of _________? Support your response.

What choice would you have made_________? Explain your reasoning.

T1- Locates information in a set of directions.

PBS – ML / Making Recycled Paper / Discuss-Recent Environmental Protection Agency studies have shown that 0.9 metric tons of recycled paper saves 17 trees, 26,500 liters of water, 27 kilograms of pollution, 2.5 cubic meters of landfill space, and enough energy to power the average American home for six months.

Understand-About half of the paper we use in our daily lives has been recycled. The process begins when paper is picked up from a recycling bin and taken to a sorting facility, where items are separated and baled.

Directions- View the video, answer questions, and identify key details using bullets as you take notes. There are many benefits to using renewable energy resources, but what is it exactly? From solar to wind, find out more about alternative energy, the fastest-growing source of energy in the world—and how we can use it to combat climate change.

6th Grade-

The Solar System-ESS1-3 / MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.W.6.9 Draw evidence from informational texts to support analysis, reflection, and research.

SGI= Small Group Instructions 6th Graders

Directions- Launch and view if your team has a link. Read and discuss the background essay. Create 10 questions using your "Higher Order Questioning" form on NP the title reflects your team title. Complete the discussion questions with your team place your responses in your SN with the title for SGI.